Learning and Teaching: Research-Based Methods

This substantially revised Fourth Edition represents one of the most up-to-date, research-based methods texts available today. This text has two specific goals: to change how teachers think about teaching and to change how they actually teach. Solidly grounded in research, the text describes practical methods in a clear, readable manner with numerous case examples and offers suggestions for applying those methods in today's diverse school environments. Kauchak and Eggen organize their discussion around three important themes in education: diversity, motivation, and technology.

Table of Contents:
Preface. 1. Research and Teaching. Defining Good Teaching Research in Teaching: An Historical Perspective Studies of Teacher Characteristics The Search for the Right Method School-Level Research Teacher Effectiveness Research: Teachers Do Make a Difference Beyond Effective Teaching: A Focus on Student Learning Contemporary Views of Teaching and Learning From Behaviorist to Cognitive Perspectives Constructivism: Students as Creators of Understanding Text Themes The Diversity of Our Learners Ways of Enhancing Learner Motivation Assessment The Use of Technology for Increasing Learning Learning to Teach Knowledge of Subject Matter Pedagogical Content Knowledge Knowledge of Teaching and Learning Teaching Strategies Teacher Decision Making Reform and No Child Left Behind Standards-Based Professional Development Advanced Professional Standards: National Board Certification Developing a Professional Portfolio Using This Book to Learn to Teach 2. Student Diversity. Capitalizing on Cultural Diversity Multicultural Education: The Challenge Theories of Minority Achievement Culturally Responsive Teaching Language Diversity English Dialects English Language Development Programs Students Placed At Risk: Teaching the Children of Poverty Students Placed At Risk: Understanding the Problem Resiliency: Capitalizing on Student Strengths Teaching Students Placed At Risk Motivation: The Need for Challenge Teaching Students with Different Learning Abilities Intelligence: What Does It Mean? Multiple Intelligences: The Work of Howard Gardner Intellectual Diversity: Implications for Teaching Learning Styles Field Dependence/Independence Conceptual Tempo: Impulsive and Reflective Learners Classroom Learning Styles: The Work of Dunn and Dunn Learning Styles: Implications for Teachers Students with Exceptionalities Working with Students with Exceptionalities: Support for Classroom Teachers The Exceptional Student Population Teachers' Roles in Working with Students Having Exceptionalities Adapting Instruction for Students with Exceptionalities Technology as a Tool for Inclusion The Challenge of Assessment in Diverse Classrooms Provide Practice with Test Taking Teach Test-Taking Strategies Use Clear Language in Items Make Provisions for Nonnative English Speakers 3. Teacher Planning: Research and Reality. Planning: A Functional Analysis Variables in Instructional Planning The Teacher Learner Development Learner Motivation Content Teaching Context Materials and Resources Time A Cognitive Planning Model Selecting Topics Specifying Learning Objectives Preparing and Organizing Learning Activities Preparing Assessments Instructional Alignment Backward Design Long-Term, Unit, and Lesson Planning Long-Term Planning Unit Planning Daily Lesson Planning Integrating the Curriculum: Interdisciplinary and Thematic Units An Integrated Continuum Designing and Implementing Integrated Units Research on Integrated Planning Research on Teacher Planning Planning for Diversity: Differentiating Instruction Varying Time Varying Learning Objectives Adapting Instructional Materials Offering Different Learning Activities Technology as a Tool for Differentiating Instruction 4. Effective Teaching: The Research Base. Classroom Climate: A Prerequisite to Learning Acceptance and Caring: The Human Dimension of Teaching A Safe and Orderly Learning Environment A Learning-Focused Classroom Effective Teaching and the Concept of Time Allocated Time: Priorities in the Curriculum Instructional Time: Time from a Teacher's Perspective Engaged Time: Time from a Learner's Perspective Academic Learning Time: The Role of Success A General Instructional Model Characteristics of Effective Teachers Teacher Attitudes Teacher Attitudes, Learner Diversity, and Motivation Effective Communication Organization Effective Lesson Beginnings Review Focus Developing the Lesson Ending Lessons Effectively Closure Assessment and Effective Teaching 5. Increasing Learning through Student Involvement. Student Involvement: A Key to Learning and Motivation Learner Involvement: The Need for Clear Learning Objectives Student Involvement: The Role Of Content Representations Effective Content Representations: Using Technology Effective Content Representations: Accommodating Learner Diversity The Role of Teacher Questioning in Student Learning Using Questioning to Assess Current Understanding Increasing Student Motivation Guiding New Learning Questions: Their Influence on Student Thinking Elements of Effective Questioning Questioning Frequency Equitable Distribution Prompting Effective Questioning: Increasing Student Motivation Repetition for Emphasis Wait Time Effective Questioning: Involving Students from Diverse Backgrounds Classroom Questions: Additional Issues Low- and High-Level Questions Selecting Students Callouts Choral Responses 6. Creating Productive Learning Environments: Classroom Management. The Importance Of Classroom Management Classroom Management: A Definition Management Goals: Learning and Self-Regulation Creating Responsibility-Oriented Classrooms Classroom Management: An Historical Perspective Planning for Classroom Management Student Characteristics The Physical Environment Classroom Rules: Establishing Standards for Behavior Procedures: Creating An Efficient Learning Environment Implementing Management Plans Implementing Plans: The First 10 Days Learner Diversity: Challenges To Home—School Communication The Relationship between Management and Instruction The Role of Assessment in Classroom Management Management Interventions An Intervention Continuum Dealing with Individual Problems Serious Management Problems: Violence and Aggression 7. Direct Instruction. Direct Instruction in the Total Instructional Perspective Direct Instruction Direct Instruction: The Research Base Forms of Content Taught by Direct Instruction Goals of Direct Instruction Planning for Direct Instruction Implementing Direct Instruction Lessons The Role of Assessment in Direct Instruction The Motivational Benefits of Effective Feedback 8. Lecture Discussions: Teaching Organized Bodies of Knowledge. Organized Bodies Of Knowledge: Integrating Facts, Concepts, and Generalizations Using Lectures to Teach Organized Bodies Of Knowledge Lecture Discussions: Alternatives to Standard Lectures The Lecture-Discussion Model: The Research Base Planning for Lecture Discussions Implementing Lecture-Discussion Lessons The Role of Assessment in Lecture-Discussion Lessons 9. Guided Discovery: A Constructivist Approach to Instruction. Guided Discovery: An Overview Guided Discovery: Theoretical Foundations Characteristics of Constructivism Guided Discovery and Student Motivation Misconceptions about Guided Discovery Planning for Guided Discovery Lessons Identifying Topics Specifying Learning Objectives Selecting Examples and Nonexamples Planning for Social Interaction Planning for Assessment Conducting Guided Discovery Lessons Review and Introduction The Open-Ended Phase The Convergent Phase Closure Application Ongoing Assessment in Guided Discovery Lessons 10. Learning and Teaching in Groups. Social Interaction: Theoretical Perspectives Developmental Theories Elaboration Theory Motivation Theory Components of Effective Group Interaction Using Groupwork to Facilitate Learning Organizing and Conducting Groupwork Activities Working in Pairs: Introducing Groupwork Working with Larger Groups Combining Pairs Groupwork with Higher-Level Tasks Cooperative Learning Cooperative Learning: Getting Started STAD: Student Teams-Achievement Division Jigsaw II Group Investigation Computer-Mediated Communication: Using Technology to Facilitate Cooperative Learning Using Cooperative Learning to Capitalize on Diversity Discussions Using Discussions to Promote Student Growth Promoting Cognitive Growth with Discussions: Planning Promoting Cognitive Growth with Discussions: Implementation Affective Discussions: Promoting Ethical and Moral Growth Peer Tutoring: Students as Resources Research on Peer Tutoring A Basic Peer Tutoring Model Assessing Learning in Social Interaction Strategies Assessing Cognitive Achievement Assessing Growth in Social Interaction Skills 11. Problem-Based Instruction. Problem-Based Learning Problem-Based Instruction: An Overview Problem-Based Learning: Theoretical Foundations Project-Based Learning Essential Components Implementing Project-Based Instruction in the Classroom Assessment and Project-Based Learning Research on Project-Based Learning Problem Solving Well-Defined and Ill-Defined Problems A Problem-Solving Model Helping Learners Become Better Problem Solvers Anchored Instruction: Technology as a Tool to Teach Problem Solving Inquiry Strategies Identifying a Question Forming Hypotheses Gathering Data Assessing Hypotheses Generalizing Analyzing the Inquiry Process Critical Thinking Knowledge of Content Basic Processes Metacognitive Knowledge Attitudes and Dispositions Teaching Critical Thinking in the Classroom 12. Assessing Learner Understanding. Classroom Assessment Formal and Informal Assessment Functions of an Assessment System Characteristics of Effective Assessment Teachers' Assessment Patterns Using Assessment to Promote Learning Preparing Students Administering Tests Examining Results Research on Classroom Testing: Implications for Teachers Alternative Assessment Performance Assessment Portfolio Assessment Designing an Assessment System Grades and Grading Communication Using Technology in Assessment Planning and Constructing Tests Analyzing Test Data Maintaining Student Records Reference. Author Index. Subject Index.